Women and Leadership: Transforming Visions and Diverse Voices
Abstract
Over the past thirty years the number of women assuming leadership roles has grown dramatically. This original and important book identifies the challenges faced by women in positions of leadership, and discusses the intersection between theories of leadership and feminism. Examines models of feminist leadership, feminist influences on leadership styles and agendas, and the diversity of theoretical and ethnic perspectives of feminist leaders. Addresses how diverse women lead, how feminist principles contribute to leadership, the influence of ethnic groups and the barriers that women face as leaders. Transforms existing models of leadership by incorporating gender issues Looks to the future of feminist leadership and identifies what must be done to train and mentor the next generation of feminist leaders.
... On the other hand, gender has always been distinguished as one of the significant traits of personal leadership (Zaleznik, 1977). According to Chin's (2007) consideration, the context of gender can be traced in all main evolution stages of leadership theories. ...
... Therefore, the latest scientific studies have revealed the importance of one fact: an evident separation of female leadership and female leaders. Chin et al. (2007) notes that in the English language the words "feminine" and "feminist" phonetically are quite similar, however, each of them conveys different meaning. The first describes the behavior, which is characterized by female gender, whereas the second relates to the women's movement for the equal rights and opportunities. ...
... The first describes the behavior, which is characterized by female gender, whereas the second relates to the women's movement for the equal rights and opportunities. Women pursue leadership in order to ensure social equality, the implementation of their visions of change and ethical principles, which often vary from male leaders' showcasing of aspiration for power and status in a demonstrative manner (Chin et al., 2007). ...
The constructs perceived by many people in a traditional way underwent a transformation at the end of the 20th century and the beginning of the 21st century. This gave rise to new aspects of the matters that were being researched for a long time. The necessity to adapt to the constant changes in the modern day world reflect a significant turning point and fundamental shifts of the social role of females as well as the concept of woman as a leader. The underlying transformation processes also progress in terms of the concept of the phenomenon of leadership by accentuating the ever broader access to leadership expression. The focus on the need of leadership competency on the level of individual experience in relation to female leadership allows formulating the scientific problem: to determine the changes of which constituents of leadership competency are crucial for the transformation of female leadership in terms of long-term individual career. The theoretical analysis allowed identifying the fundamental trends of female leadership research. The empirical basis of this article is constituted of the results of the longitudinal study carried out in the years 2010 and 2012. DOI: http://dx.doi.org/10.5755/j01.em.19.1.5732
... Recent work has begun to address this. For example, a task force commissioned by the American Psychological Association sought to explore how women leaders and feminist leaders led differently than men (Chin, Lott, Rice, & Sanchez-Hucles, 2007). The task force (Chin et al., 2007) found that for women leaders and feminist leaders, the core objective of leading was empowering others. ...
... For example, a task force commissioned by the American Psychological Association sought to explore how women leaders and feminist leaders led differently than men (Chin, Lott, Rice, & Sanchez-Hucles, 2007). The task force (Chin et al., 2007) found that for women leaders and feminist leaders, the core objective of leading was empowering others. ...
Black girls have been at the forefront of educational change as leaders who “run the show” throughout history yet their unique contributions are missing from books and classroom materials, and their perspectives excluded from definitions of leadership. To address these deficits, we interviewed 21 Black girls enrolled in a summer program in a mid-sized Southern city individually and in focus groups about their knowledge of Black women leaders and definitions of leadership. Using narrative analysis, we analyzed the individual and focus group interviews. Knowledge of Black female leaders ranged from 0 to 4 with the majority (11; 52%) listing 1. Definitions of leadership aligned with identity developmental questions of “Who am I?” and “How do I fit in?” Being a leader involved making positive life choices for staying on the right path, even if that path differed from their peers, and emphasized that leaders support other Black girls. Suggestions as well as a list of ten guiding questions to help researchers, policymakers and practitioners continue to support developing Black girl leaders in middle school are provided.
... The fact that women tend toward a certain kind of leadership associated with social justice suggests that social justice work may be one of the most culturally acceptable ways for women to lead. This has been noted particularly in patriarchal societies where collaborative, caring, nurturing, and relational qualities are seen as female qualities needed in the kinds of settings that social justice work takes place (Chin, et al. 2008;Klenke, 1996;Lazzari, Colarossi & Collins, 2009;Sowards & Renegar, 2006). ...
... expressed as feminine leadership qualities(Batliwala, 2010;Chin, Lott, Rice, & Sanchez- Hucles, 2008;Gerzema & D'Antonio, 2013).Throughout history social justice-oriented activity is one way in which women have emerged as leaders in their communities(O'Brien & Shea, 2010). For example, social work as a profession began as a response among Protestant women in the United ...
Leadership literature supports the importance for women to develop and articulate a coherent leadership identity in order to more effectively engage in leadership behavior. This autoethnography responds to a call in the literature for critical, personal, and self-reflexive narratives of leadership identity construction by women leaders influenced by the power-filled contexts that often keep them from leadership. In this study I explored how the religious contexts of Judaism, Christianity, and Islam in Turkey influenced other salient identity dimensions of gender, faith, and social work vocation toward a coherent leadership identity through analyzing my identity construction processes at the micro, meso, and macro levels of analysis. I drew from dialogical self-theory (DST) the notion of identity as a multiplicity of I-positions that can be understood through intentional listening to and responding to a repertoire of internal and external I-voices. I analyzed and interpreted autobiographic data collected over two years through layered self-reflective listening, creative-analytic vignette-writing, and interactive interviewing with family members and friends. My study revealed that my self-authored social justice leader as a woman of faith identity was constructed through: (1) engaging in a discourse with my own privilege and alterity (otherness); (2) embracing my identity to be full of multiplicity and negotiated intersections; (3) celebrating embodied leadership in my female body using my female voice; (4) acknowledging the power of religious contexts to develop and motivate faith-filled social justice leadership; and (5) recognizing personal faith to have flourished through holistic, integral, and ongoing processes that enable social justice leadership. My study suggests that self-reflexive dialogical interactions may be key in explicating the nuances of multidimensional identity that women leaders of faith must typically navigate in their religious contexts. My study also underscores the value of autoethnography as a tool to add women’s voices to the leadership literature for the purpose of uncovering and challenging the legacy of female exclusion from leadership informed by many religious traditions. Finally my study answers the call in the literature for women’s leadership identity stories as a means to critique, disrupt, and change systems that limit women’s participation in leadership.
... First, female directors possess more communal qualities relative to men (e.g., affection, helpfulness, kindness, sympathy, interpersonal sensitivity, nurture, and concern for others' welfare) that may facilitate their hearing of certain stakeholders' claims (Eagly et al. 2003). Women communal traits may influence board of directors to think more broadly about socially responsible business practices and consider a wider range of stakeholders (Tourigny et al. 2017;Byron and Post 2016;Krüger 2009;Chin et al. 2008). Furthermore, because of their psychological and emotional features, women show more sensibility towards interests of others and try to understand multiple perspectives of stakeholders (Byron and Post 2016;Harjoto et al. 2015;Smith et al. 2001). ...
... Third, women's leadership styles contribute additional dimension that may influence boardroom decisions. Psychologists suggest that women lead differently from men, and women's leadership styles are different and more collaborative (Chin et al. 2008). For example, women's leadership styles as more democratic, participative and communal than their male counterparts who tend to adopt more autocratic leadership styles (Eagly et al. 2003;Eagly and Johnson 1990). ...
Purpose: The aim of this study is mainly to examine the impact of board gender diversity on the
level of CSR disclosure in the Arab Gulf states. Also, this research further aims to explore whether
or not the impact of board gender diversity varies across the Arab Gulf states.
Design/methodology/approach: This study uses OLS regression to analyze the relationship
between board gender diversity and CSR disclosure using a panel data set of 244 non-financial
listed firms representing the six Arab Gulf states over the period 2012–2014.
Findings: The findings show that there is a statistically significant relationship between the
number of female directors and the level of CSR disclosure. The results show that board gender
diversity is positively associated with the level of CSR reporting in two countries namely, Bahrain
and Kuwait. Also, the findings reveal that there is a weak positive relationship between the
presence of women on the boards and CSR reporting index in Oman, Qatar, Saudi Arabia and the
UAE.
Originality/value: The study is based on the assumptions of the stakeholder theory that female
directors bring to the boards a variety of experiences and backgrounds that may encourage more
open conversations among board of directors, thereby improved decision making. Also, a wider
range of perspectives may enable the board to better assess the needs of different groups of
stakeholders. In particular, this research argues that cultural and traditional values are considered
as major barriers which restrict women’s ability to contribute to corporate strategy and oversight
fully.
... The literature provides several vantage points from which to examine and understand leadership. For instance, there is an extensive literature with regard to leadership theories (e.g., great man theory [sic], trait theory; see Cawthon, 1996;Northouse, 2016;Zaccaro, 2007), leadership aspirations (Gregor & O'Brien, 2015), factors associated with leadership role occupancy (e.g., Schuh et al., 2014), leadership styles (e.g., Eagly, Johannesen-Schmidt, & van Engen, 2003), feminist leadership (e.g., Chin, Lott, Rice, & Sanchez-Hucles, 2007;Eagly & Carli, 2007), and qualities of effective leaders (e.g., Judge & Bono, 2000). Most of these theories and existing scholarship focus on content, such as qualities of leaders or effective leadership. ...
... Less often is the process of leadership identity development examined. Feminist leadership scholars present the most comprehensive perspective, connecting content and process (Chin et al., 2007;Eagly & Carli, 2007). For instance, Barling and Weatherhead (2016) noted that before one's leadership style or behaviors can be considered, one must actually take on the role of leader-the first step of a leadership emergence process. ...
Women with multiply-marginalized identities remain underrepresented in the American Psychological Association and Society of Counseling Psychology leadership. As early entrants into the leadership pipeline, female student leaders can potentially shift that trend; however, we know little about their leadership emergence processes. In this study, we employed collaborative autoethnography to analyze the positional standpoints of four diverse female counseling psychology leaders. We identified themes in their leadership narratives, which began when they were students. The results focused on factors associated with participants’ leadership emergence processes, the role of marginalized identities in participants’ leadership emergence, and the interplay between counseling psychology values and leadership through the theoretical framework of bridge leadership. We found themes of (a) Leadership Attributes, including future orientation, determination, and connection; as well as (b) Opportunities and Mentorship. Other themes included counseling psychology values of Advocacy, Social Justice, Inclusion, Multiculturalism, and Enhancing Training. Recommendations for students and trainers are highlighted.
... El liderazgo social en un contexto comunitario implica, por una parte, potenciar los recursos existentes en la propia comunidad y, por otra, fomentar la participación en aquellos procesos y actividades que precisen planificación e intervención, al menos haciendo oír su voz o siendo informados (Rojas, 2013). Algunas de las habilidades que logran potenciar el liderazgo comunitario están relacionadas con la resolución de problemas o conflictos, el conocimiento desarrollado en el área de interés (en este caso, pesca sostenible y conservación marina), así como el desarrollo de una visión de cambio (Williamson, 1991;Lau Chin et al., 2007). Todos estos componentes contribuyen a reforzar el tejido social en las comunidades que buscan participar en el comanejo de sus recursos. ...
... El liderazgo social en un contexto comunitario implica, por una parte, potenciar los recursos existentes en la propia comunidad y, por otra, fomentar la participación en aquellos procesos y actividades que precisen planificación e intervención, al menos haciendo oír su voz o siendo informados (Rojas, 2013). Algunas de las habilidades que logran potenciar el liderazgo comunitario están relacionadas con la resolución de problemas o conflictos, el conocimiento desarrollado en el área de interés (en este caso, pesca sostenible y conservación marina), así como el desarrollo de una visión de cambio (Williamson, 1991;Lau Chin et al., 2007). Todos estos componentes contribuyen a reforzar el tejido social en las comunidades que buscan participar en el comanejo de sus recursos. ...
... Leaders can influence others and shape institutions and social norms, and as such they can enable the realization of women's rights and gender equality as they lead (Chin, 2007). Bell Hooks (2014) points out that there are many examples where women (like many men) have been more concerned with their own authority and power than developing relationships withand being accountable todiverse groups of people who comes from different political perspectives. ...
This study sought to establish the impact of leadership development on creating more socially just systems in which women’s rights and gender justice are realised – first by practicing the knowledge acquired as individuals and within their organisations, including movements for change within communities Specifically, the objective of the study was to explore or examine and document the extent which AWLI participants acquired new knowledge and skills and how the same manifested in the implementation of the post training activities including their community action plans, from an impact lens. The study is an exercise in feminist epistemology and ontology – analysis by doing – tracing and mapping the contributions of AWLI’s feminist movement in Uganda. The analysis comes from the ground up, reflecting the feminist commitments to self-awareness and reflexivity, generating new knowledge, building organisations and movements, and transforming society. The study conceptual framework borrows from Kirkpatrick Model (1996) four steps for evaluating learning. A mixed approach to the study was adopted where 21 AWLI participants were purposively targeted using an online self-administering survey with follow up interviews via skype calls. On knowledge acquisition, 97.0% interviewees reported that the training had imparted them with new knowledge and skills in feminist leadership. All interviewees reported that the training was useful and relevant in advancing their personal feminist development agenda while 90.9% found the training to be useful and relevant in advancing their organisation agenda. Additionally, all the interviewees reported to have implemented the training to advance their personal and organisational development agendas. Indeed, the participants acquired new knowledge and skills on transformational and feminist leadership, based on the feedback received. Evidence suggests that the AWLI participants have changed how they look at every occurrence in their life which has generally changed their perception hence becoming more optimistic in life. For young feminists, they have become more emphatic and more aware of the patriarchal social norms that exist in their societies. Additionally, there is demonstrable evidence that the participants have taken up leadership roles in championing women issues in their communities including building capacity of other women and appreciating other women. For young upcoming feminists this will go a long way in building a movement of young feminists who understand women’s human right issues, and a cadre of young feminist who can influence other young women hence building a strong movement at the community level. Evidence also suggest that some participants have gained confidence to publish feminist knowledge products. Self-awareness and instilled transformational and feminist leadership have had a direct impact in the organisations that the participants represent. Gender-focused programming has also been strengthened where gender-focused issues are integrated in programmes. For marginalised populations such as sex workers organisations, the training helped in building their capacity, especially on their rights. The mainstreaming of gender in recruitment and remuneration processes within organisations will ensure that organisations remain inclusive and gender conscious in their human resources packages. The AWLI also had an impact within the feminist ecosystem in Uganda where 8,885 were influenced.
... A growing body of literature addresses the perspectives of Native American women who are in leadership positions (Barkdull, 2009;Chin, Lott, Rice, & Sanchez-Hucles, 2007: Fitzgerald, 2010Lajimodiere, 2011;McLeod, 2002;Muller, 1998;Napier, 1995; ...
During a phenomenological narrative study regarding the perspectives of leadership among women who are both Native and Deaf, a portion of the data collection focused on visual art as a means of interpreting what leadership meant to the participants. Participants produced visual imagery to impart their ways of knowing as women who negotiated their paths between two distinct cultures. Themes of identification with indigenous art forms, spirituality, and evolving self-identities were shared, with the participants leading the development of their artistic renderings. The participant-created visual arts highlight the significance of non-verbal modes of inquiry within Indigenous and Deaf populations.Keywords: Indigenous; Native American; Deaf; Women; Art Inquiry; Identity
... Our intention in articulating these dynamics are by no means intended to contribute to problematic notions that Black women have an unusual proclivity toward relational aggression or contribute to the narrative that we are less or more woman or human because of the hue of our skin. Rather, as scholars venturing to articulate the experiences of women leaders of color declare, the context in which women of color work and lead is more complex and subject to the intersectional influences of racial, gender, and class oppression (Chin, Lott, Rice, & Sanchez-Hucles, 2007;Sanchez-Hucles & Davis, 2010). Thus, in this writing, we aim to articulate the reasons why (the psychology behind) or the manifestations of relational behaviors that harm Black women academics. ...
Black women academicians represent a highly educated group that at times hold positional power within institutions of higher education. In this paper, the authors utilize a critical race feminist frame to explore their experiences with relational aggressive dynamics within higher education work settings. Using auto-narrative qualitative methodology, they collected data through scholarly personal narratives in the form of journals. The entries were analyzed by utilizing an intersectional lens with a focus on coping. Data analysis yielded four themes framed as coping with frenemy dynamics between individuals and contexts. The authors consider the contribution of individual, institutional and structural elements.
... No obstante, en la evidencia empírica sobre los estilos de liderazgo en mujeres, es importante entender la articulación de las diferentes dinámicas del poder con las del orden social y la cultura, que derivan en expectativas genéricas sobre roles de género. Luego entonces, el análisis del liderazgo tendría que ser contextual, al unir diversos factores, como la edad, la etnia, la ocupación, los ingresos, el estatus laboral, la educación, las demandas situacionales y las consecuencias anticipadas (Chin, 2007). De lo contrario, se corre el riesgo de generar ideología (como ciencia) que se convierta en un reflejo del orden social y cultural (Pacheco, 2010); por lo tanto, el análisis de la mujer y el liderazgo se debería abordar desde la interseccionalidad, cuyo objetivo fundamental, como ya se comentó, es revelar las distintas identidades que se articulan en la generación de desventajas y discriminación, ya que es en la combinación de identidades donde se pueden comprender los diferentes sistemas de discriminación y las desventajas que se promueven en las mujeres (Crenshaw, 1991), que se observarían a la luz del racismo, el patriarcado, la opresión de clase y el estado civil, entre otros. ...
... The book, Women and Leadership: Transforming Visions and Diverse Voices (Chin, Lott, Rice, & Sanchez-Hucles, 2007), which examined leadership among more than 100 feminist women leaders, found that the experience of difference was pronounced. These women also added stressors of being expected to behave according to stereotypic gender, race, and ethnic norms while managing a work-family balance. ...
... Nonetheless, the progress is but a piecemeal and women remain dramatically underrepresented in formal leadership positions (Rhode, 2003). Although women still go through more barriers prior to and while assuming leadership positions especially in areas that are male-dominated, they are given more opportunities to fare with the opposite gender because of today"s legislations and policies favoring women and young professionals (Rice, 2007). ...
The study explores the leadership style of millennial women managers, and their means of defying gender stereotyping and building rapport with their subordinates in the workplace. With the use of qualitative method and intersectionality as framework, the study promotes understanding of the standpoint of millennial women leaders about leadership and all the struggles and challenges in their workplace, fastened onto the notion of leadership as something that subsists at the intersection of the spark and values. Four millennial women managers from the four different divisions of Dr. Paulino J Garcia Memorial Research and Medical Center (Dr. PJGMRMC), a tertiary government hospital in Cabanatuan City in the Philippines namely; Nursing, Medical, Hospital Operation Patient Support Services, and Finance were selected using purposive sampling technique with the following criteria: a) Woman, b) Filipino Millenial (born between year 1981 to 1996), c) With permanent position, and d) Holder of a supervisory/managerial position. One-on-one interviews were conducted with the millennial women managers. Using open-ended questions, participants were asked about their views on leadership, management of staff, experiences in handling conflicts in the workplace, their means of building rapport with the staff and how they defy the gender stereotyping in the workplace to achieve the organizational goals. Participant observation was also employed to have an in-depth and detailed understanding of the situation. Each theme that emerged during the data collection and analysis is presented and supported by existing literatures and the actual data gathered.
... The basic assumptions undergirding feminism are that gender is central to the structure and organization of society; gender inequality exists; and gender inequality should be eliminated (Allan, 2008). Feminism is not a monolithic ideology (Tong, 2016); we align with those feminist scholars who challenge female essentialism, problematize gender binary language to acknowledge gender fluidity and trans* identities, and illuminate the complexities of intersecting identities, inclusive of race, sexuality, and social class among other dimensions of identity (Chin, Lott, Rice, & Sanchez-Hucles, 2008;Debebe & Reinert, 2014;Hesse-Biber, 2011;Spelman, 1998). ...
... First, secondary school principals and vice principals agree on attributes that are necessary in teacher leaders; however, administrators do not readily agree on the teacher's ability to be compliant and take directions well. Men responded more favorably than women on this item, indicating that women support a more collaborative or shared leadership model (Chin, Lott, Rice, & Sanchez-Hucles, 2007). Women also responded more favorably to creating equitable learning opportunities for diverse learners, promoting and nurturing a focus on teaching and learning, and committing to shared decision making. ...
This study identified what attributes principals believe best exemplify a teacher leader in schools implementing the Advancement via Individual Determination (AVID) program and what attributes they take into consideration when selecting an AVID elective teacher. After surveying more than 1,100 principals, we found that principals tended to rate teacher leadership attributes high in all areas, although they were not in agreement in the areas of professional growth and school/district environments. Respondents also did not consider all teacher leader attributes when selecting their AVID elective teachers. Principals may therefore see an immediate need for a high-quality teacher to teach the AVID elective class yet initially underestimate the importance of the teacher's role in AVID as a catalyst for schoolwide reform.
... Yet, there's little question the growing population diversity in our complex and uncertain world requires a deep understanding of how effective leadership is exercised and the role leaders will play in managing the changes ahead. [1][2][3][4][5] To prepare ourselves, our communities and our institutions to live and work in this global world of the future require a hard look at existing leadership models that ignore ethnic and racial diversity. These entrenched models are overwhelmingly ethnocentric and gender-biased. ...
... Entrepreneurship believes to balance both work and family for Source:: (Patil, 2018inspired from (Why research needed in women entrepreneurship in India: A viewpoint, 2017, pp.1041-1057 married, educated as well as uneducated women giving a fruitful opportunity to fulfill their objectives and pursue their dreams (Wellington, 2006). The Leadership style of women is different from men's as their unique leadership style is linked to women's personality (Chin, Lott, Rice & Sanchez-Hucles, 2007). Research (Rosener, 1990) suggests… that women develop their own learning skills and attitudes as a way to maintain their own persona of leadership styles by following other experienced women. ...
According to the National Sample Survey Organization (NSSO), not more than 14% of business establishments are run by female entrepreneurs in India, especially in rural areas. Entrepreneurship is not an easy step for women. It was traditionally considered as a man's bastion, but now with the due course of time, women are coming in the limelight to fulfil their aspiration as it is a fruitful opportunity where educated or illiterates can do wonders to achieve their dreams. Entrepreneurship is the state of mind which every woman has in her but has not been capitalized in India in a way it should have been. With the drastic change in modernization, people are more comfortable to accept the leading role of women in society, with some exceptions.
... Many female leaders worked not only for the oppressed, the colonized, the powerless, and the marginalized but also with these groups of people because many of them as women were already part of these groups. Women's leadership has often been characterized as "feminist leadership," which includes various leadership styles such as contextual leadership, interpersonal process of leadership, collaborative leadership, co-acted harmony leadership, culturally competent leadership, gender-equitable leadership, and transformational leadership (Chin et al. 2007). Because these female leaders were members of the oppressed groups and worked with them, their leadership was often developed not as individual, independent, and hierarchal leadership but as collaborative and communal leadership (Choi in press). ...
Christian communities in the United States increasingly are debating sociopolitical issues and the relevance of social justice and cultural diversity to Christian spirituality. The present study investigated connections between spiritual maturity, mature alterity, spiritual service, and spiritual leadership in a predominantly female and ethnically diverse sample of Christian ministry leaders (N = 115) in the United States. Spiritual maturity was operationalized based on a relational spirituality model using measures representing dwelling- and seeking-oriented dimensions. Spiritual service was assessed through (a) sanctification of service and (b) a differentiated posture of listening to the struggles of others. Results showed both measures of spiritual maturity were significantly and positively related to social justice commitment, differentiated listing, and intercultural competence (the latter among female but not male ministry leaders) over and above effects for age and spiritual impression management. A dwelling-oriented measure of spiritual maturity was positively associated with the sanctification of leadership service, whereas a seeking-oriented measure of spiritual maturity showed a modest positive association with spiritual leadership. Spiritual leadership was unrelated to measures of mature alterity. Findings are discussed with respect to limitations, future psychological research, and theological implications for postcolonial pastoral leadership and spirituality.
... Por otra parte, una combinación del liderazgo masculino y femenino parece ser la mejor opción, en ciertas situaciones, para obtener mejores beneficios, aunque no hay un consenso generalizado y todo puede depender de una situación particular (Bryman et al., 2011;Chin, Lott, Rice, & Sanchez-Hucles, 2008;von Au, 2017;Wibbeke & McArthur, 2013). ...
La gestión de las organizaciones, de cualquier giro, requiere que el capital humano en las organizaciones se desempeñe de la mejor forma posible. Esto en la práctica es complicado, dependiendo del tipo de organización y su grado de complejidad (en términos de su giro, tamaño, clima organizacional, etc.).
Por ello, es importante conocer, de forma general, aquellos factores que merman o potencian el desempeño de los trabajadores de una organización para poder aplicar acciones preventivas y correctivas que redunden en un mejor desempeño laboral. Para lograr esto, en este libro se analizan factores económicos, pero en particular aquellos que tienen un impacto directo en el comportamiento organizacional, ya que, un deficiente diseño organizacional puede ocasionar que recursos humanos con un amplio conocimiento técnico no sean eficaces ni eficientes.
... Unlike Shah and Ogden study, their study found that gender exert more influence than race or ethnicity in climbing the manager posts. Chin et al. study found that there are no significant effects of gender, but the more androgynous and transformational the more successful the leaders [12]. ...
... This begs the question of how does one define "feminist leadership" in the first place (Offen, 1988;O'Conner, 2010). In their study of feminist leadership, Chin et al. (2008) argue that "a truly transformational approach to theorizing feminist leadership allows us to question the basic definition of who is a leader and how leadership is enacted" (Chin et al., 2008, 37). Their research revealed a broad spectrum of female leadership styles and a "strong consensus that feminist leadership is more than leadership style based on female socialization. ...
Synopsis
In 2000, Lü Hsiu-lien was elected Taiwan's first female vice president, adding to the striking successes of Asian women in electoral politics. Lü differs from the majority of Asia's “ruling women” in two key respects: she was elected without reliance on “dynastic descent” and she has a long track record as a feminist activist. Her position as both a pioneering feminist and a female vice president prompts us to ask whether she was able to promote a pro-woman agenda during her tenure as vice president. We conclude that despite constraints on Lü's pursuit of an overt feminist agenda—including the patriarchal political culture and a gap between Lü and Taiwan's contemporary feminist movement—she is significant as a female leader who transcends both the Asian dynastic model and the tokenistic model of women as “flower vases,” while also contributing vitally to the development of an indigenous Taiwanese feminist theory.
... In this direction, Drew (2010), Al-Zuhair andAllaithi (2010), andAl-Douri et al. (2010) showed that, among other challenges the leader (both male and women) faces in education institutions, is the ability to employ the legal and personal power in the strategic leadership, innovation and ability to change, flexibility at work and dealing with others. Chin, Lott, Rice, and Sanchez-Hucles (2007) ensured that the African-American women are facing social and environmental challenges that have impact on their leadership role, which mandates them to resort to the use of the law power in order to realize that role in educational institutions. The researcher sees that women's leadership in education lies in its difficulty and challenges, which can be attributed to intellectual, ideological dements of the leader and his/her personal traits, the nature of the individuals in terms of their abilities and their work roles expectations, as well as the nature of the attitude that leader and individuals are working toward achieving it. ...
This study aimed at identifying the challenges facing women academic leadership in secondary schools of Irbid Educational Area. A random sample of 187 female leaders were chosen. They responded to a 49-item questionnaire prepared by the researcher. The items were distributed into four domains: organizational, personal, social and physical challenges. The study concluded that the women academic leaders are facing challenges between medium and high levels. In addition, there is no difference attributed to the job position in all domains, except for the physical challenges in favor for the principals. There were differences attributed to the academic qualification in all the domains in favor of those who hold BA degrees or higher, except for the organizational challenges domain. Finally, there were no differences related to the years of experience in all domains. The study recommended setting up developmental programs for the women's academic leaders.
... Several LID participants articulated that challenging gender stereotypes led them to seek leadership roles and experiences (Komives et al., 2005). Though much has been written about the intersection of gender and leadership (Astin & Leland, 1991;Chin, Lott, Rice, & Sanchez-Hucles, 2007;Eagly & Carli, 2007;Helgesen, 1995;Hoyt, 2007;Jones, 1997;Kellerman & Rhode, 2007;Klenke, 1996), much remains to be explored. Because LID measures how people develop a relational leadership identity, female gender orientations toward relational, collaborative, and democratic models should be considered. ...
... More recently, Chin (2007) argues that men and women have different leadership characteristics, and one of the key strengths of female leaders is their ability to empower others. They empower others through many different channels, such as: -(a) creating the vision; (b) social advocacy and change; (c) promoting feminist policy and a feminist agenda (e.g., familyoriented work environments, wage gaps between men and women); and (d) changing organizational cultures to create gender-equitable environments‖ (p.15). ...
This article examines the way post-primary school contributes to the extent female teenagers perceive themselves as leaders. Based on 14 in-depth interviews among teenage girls who are attending middle and high schools in the public education system in Israel, it focuses on their personal social experiences and perceptions regarding their school as a leadership development establishment. The girls describe leaders, and themselves, as people who are tolerant of other opinions. They stress that self-confidence is a key element in becoming a leader. Leadership programs conducted in schools are viewed as empowering yet not practical. They experience an absence of role modeling and mentoring at school and express an indecisive approach from their school as a leadership development establishment.
This research makes an interesting and novel contribution to discussions on women leadership through three research originalities: focusing on women CEOs; mobilizing quantitative and alternative data, natural language processing and sentiment analysis; and doing so in the unique context of a global scope during a world health crisis. This paper studies the women CEOs of nearly 8,500 listed companies covering 61 countries from the S&P Global Broad Market Index (BMI), one of the world largest indices. Unique data and artificial intelligence techniques were used.
Identifying some of the factors that encourage or undermine participation of women in higher education leadership, this study is a critical appreciation of the experiences of women as deans in Kenyan universities. It highlights positive and challenging experiences, with a view to leverage on the former and address the latter. The deans’ experiences are studied from the prism of their aspirations in taking on high-level leadership, the innovations they endeavour to engineer as leaders, their achievements and the challenges they faced. Data were collected using in-depth interviews with three women, now retired from positions as deans in different universities—both private and public. The researchers encountered the particular genius of women leaders who aspired to make specific contributions through leadership, not just to hold positions. In common with other women in academic leadership as captured in literature, there are serious gender-related challenges for women leadership in higher education settings in Kenya. The benefits of women high-level leadership validate the efforts to overcome these challenges. In particular, women leaders embrace highly inclusive and creative leadership styles, offering much-needed leverage for social transformation in the higher education arena.KeywordsAspirationInnovationResiliencePromiseWomenHigher education leadershipGender and leadership
This comprehensive handbook provides community psychology approaches to addressing the key issues that impact individuals and their communities worldwide. Featuring international, interdisciplinary perspectives from leading experts, the handbook tackles critical contemporary challenges. These include climate change, immigration, educational access, healthcare, social media, wellness, community empowerment, discrimination, mental health, and many more. The chapters offer case study examples to present practical applications and to review relevant implications within diverse contexts. Throughout, the handbook considers how community psychology plays out around the world: What approaches are being used in different countries? How does political context influence the development and extension of community psychology? And what can nations learn from each other as they examine successful community psychology-based interventions? This is essential reading for researchers, students, practitioners, and policy makers involved with community well-being.
This chapter explores the importance of women’s leadership with a focus on community-building activities. The term leadership is examined in relation to sex/gender, feminism, the qualities and styles that align with women’s gendered socialization, gender scripts and worldviews. Using a case example, we illustrate how feminist community leaders might select among six approaches to build trust and optimism in their followership. These frameworks include Transformational leadership, Servant leadership, Collaborative leadership, Innovation leadership, Diversity and Inclusion leadership, and Emotionally Intelligent leadership. Each leadership approach is synergistic with a feminist framework. The chapter discusses how women leaders can draw on these frameworks to maximize their effectiveness. We also discuss strategies to develop women as community leaders with consideration of the unique circumstances and needs of women underprivileged backgrounds.
According to the National Sample Survey Organization (NSSO), not more than 14% of business establishments are run by female entrepreneurs in India, especially in rural areas. Entrepreneurship is not an easy step for women. It was traditionally considered as a man's bastion, but now with the due course of time, women are coming in the limelight to fulfil their aspiration as it is a fruitful opportunity where educated or illiterates can do wonders to achieve their dreams. Entrepreneurship is the state of mind which every woman has in her but has not been capitalized in India in a way it should have been. With the drastic change in modernization, people are more comfortable to accept the leading role of women in society, with some exceptions.
Successfully navigating my career has been a journey through uncharted waters amidst opposing waves—often being “the first” and “different”. My journey was one of contrasts—being an Asian American woman from an immigrant, working class family to becoming a psychologist, executive director, health care administrator, scholar, and academic dean. I often felt bewilderment and moral outrage at the stereotypes and discrimination I encountered—deemed the exception, both an insider and outsider. Ultimately, my courage and cultural pride led to my transformation and transcendence and a recognition that the personal is professional—my message is: Be there, speak up, and follow your vision!
This article charts the journey of over fifteen years of Oxfam’s programming in support of more transformative leadership for African women’s rights. We reflect on lessons learnt from this collective experience and examine the principles, characteristics and strategies emerging from our programming that demonstrate the greatest transformative potential for overcoming women’s exclusion from systems and structures of power and leadership on the African continent.
We reflect on some of the tensions in the international development sector between support for individual women’s leadership and feminist movement building and on how these tensions have contributed to narrow definitions of - and funding for - leadership and empowerment programmes.
We draw deeply on the critical thinking of transformative feminist leadership activists such as Srilatha Batliwala to help redefine what is meant by – and needed from – leadership in our changing world. We share concrete examples of Oxfam’s experience of partnerships with African women’s rights organisations, networks and movements – often in mainstream development sectors – to trial and mature more transformative leadership in practice. Finally, we use emerging evidence from this work to make arguments for the support and investments required for more feminist – more effective – approaches and strategies for promoting African women’s leadership and power - in Oxfam and elsewhere.
This article is drawn from a larger qualitative case study that examined the leadership context and leadership approaches of five Mi’kmaw women school principals in Mi’kmaw Kina’matnewey (MK), an Aboriginal educational authority, located in Nova Scotia, Canada. This article aims to identify the contextual supports within MK that have enabled Mi’kmaw women educators to obtain and retain positions as principals. positioned the participants to work in partnership with the researcher during data collection and analysis. Data collection and analysis involved the use of one-on-one and sharing circle conversations with the principals. Findings suggest that the social, cultural, and organizational contexts where women lead have had a significant influence on their lives. More specifically, familial, collegial, community, and organizational supports have enabled these women to hold positions as principals and enabled Mi’kmaw cultural revitalization to occur within their school communities. Although the contexts within MK are not reproducible, aspects of the supports within these contexts can be employed by schools and school districts to support the hiring and retention of minoritized members of society in educational leadership.
Mentorship is an important development process with individual and institutional benefits. Few postsecondary institutions offer faculty mentorship programs, despite their benefits for women and underrepresented groups and utility in promoting effective institutional leadership. In order to develop sustainable mentoring programs in diverse postsecondary contexts, core principles ought to be considered and constructed. One of these key considerations is ethics in mentorship. I argue that ethical mentorship necessitates a purposeful ethic of care within a framework of sustainable leadership that connects the potential of women’s mentorship and the reality of unfulfilled mentoring relationships. An ethic of care constructed as a leadership paradigm is a purposeful way forward to ethical mentorship in postsecondary contexts and, more specifically, in a Middle Eastern women’s university built on Islamic principles with culturally and historically relevant ways of knowing. Through analysis of a specific postsecondary context, implications are offered for meaningful and culturally appropriate mentorship for any postsecondary context.
This article applies a critical femininities perspective to the concept of women’s leadership, interrogating the market-oriented instrumentalization of femininity. The author presents empirical research consisting of in-depth interviews conducted with young women leaders in European student organizations. These participants juggle complicity and subversion as they negotiate the divergent expectations of femininity and leadership through interpersonal interactions and sociocultural positionalities. In these narratives the themes of social responsibility, difference, femininity, culture and embodiment are interlaced. The analysis of findings complicates monolithic interpretations of femininity by evidencing intra-categorical fracturing, multiplicity in locations and manifestations of femininities, conflicting attachments and affective relations to femininity, and broader geopolitical contextualization. This theoretically and practically challenges tropes of hegemonic femininity, and presents opportunities for resistance. On this basis the author argues for countering the feminist trouble of engaging with non-transgressive femininity from within strongly normative spaces in the development of critical femininity studies.
In this article, we address the challenge and promise for counseling psychologists (CPs) in leadership in U.S. higher education. We summarize leadership challenges in contemporary higher education, including contextual difficulties and those emanating from within the academy. We contend that CPs offer promise in higher education leadership, as they are well suited to provide leadership in the difficult context of the academy due to their training, values, disciplinary foci, and professional experiences. We attend to diversity as one of counseling psychology’s core strengths, presenting the example of feminist multicultural mentoring as a leadership task that obviates the challenge and enhances the promise for counseling psychology leaders in academic settings. We offer suggestions for CPs considering or moving into higher education leadership, and conclude with a brief examination of future trends in counseling psychology that support our contention that CPs are much needed and can succeed as leaders in the academy.
This study investigated the different leadership styles of women managers from different industrial sectors (Manufacturing, IT and Service) in Chennai city situated in South India. The three interesting leadership styles had chosen for the study namely authoritarian, democratic and laissez faire leadership styles. The study also tried to find out the influence of demographic factors of women managers (age, education, experience, managerial level, industrial type and training attended) on leadership styles. From study it revealed that women managers are using three leadership styles in different level. In that democratic and laissez faire are using in high level. The demographic factors like age, experience, industrial type and training has significant influence on leadership styles of women managers.
In the final chapter of this volume, the authors provide a call to action for changes in the way educators conceptualize gender, particularly within the context of leadership development and education.
Is There a Women's Style of Leadership?Getting There: Leaders in the MakingStyles of LeadershipStyles of LeadershipDisadvantages for Women LeadersLeading Like a Woman is Good for People and Business
This study of three Africana (Black women of the Diaspora) holistic health educators shows how their woman-centered learning cultures led them to personal transformation and leadership roles. Understanding their development can inform educational programming and support services for Black women students.
In trying to navigate the politics and policy of difference and contemporary school reform, we have experienced how competition for funding has become a policy practice that is re/de/forming higher education. Competition for funding knowledge production is never simply a meritocratic or linear activity but a political process.
African American women often experience themselves as outsiders in predominantly White institutions of higher education, and this experience can affect their performance, satisfaction, and retention. Yet there can also be advantages to being outside. Being on the margins offers an alternative vantage point from which to engage with the institution, a different perspective on the need for change, and it can foster valuable skills for creating change. This chapter focuses on the advantages of marginality for Black women faculty and administrators in predominantly White colleges and universities, and how this marginality creates opportunities for these women to be agents of transformation. It addresses the concept of positive marginality as well as African-American values and the values that emanate from a marginal position. The chapter then discusses how these values impact the standpoint of African-American women professionals in higher education as well as their inclination, capacity, and skills to take action and create transformation. The chapter concludes with examples from my professional life and from the life of Dr. Ruth Simmons, the first Black president of an Ivy League university.
"From interviews with seventy-six teenage girls in five locations and from observations of their political strategies, Taft builds an in-depth picture of girl activism in different socio-cultural and political environments, comparing the more politicized and radical activism in Latin America to that practiced in North America."
How should you prepare for the first day of class? How can you encourage all students to participate in discussions? How do you ensure disabled students can take part in field work? Increasingly, universities are drawing from a less traditional group of students - international students, disabled students, part time students, and mature students. This book offers specific, practical advice on the issues that teachers encounter when teaching in a diverse classroom. Inclusion and Diversity highlights good practice for all students, and provides a helpful structure around the day-to-day experiences of staff and students as they make contact with each other. With reference to the international literature, and discussing some of the educational principles that underpin an inclusive curriculum, this book covers a wide range of useful topics so that teachers will have quick access to guidelines on different aspects of teaching and learning: small and large group teaching e-learning work placements students' lives out of the classroom personal tutoring skills agenda assessment employability and further study Addressing a range of themes, including student age, ethnicity, disability, sexuality and gender, this book aids all practitioners in higher education today - particularly those new lecturers meeting their students for the first time - to develop a better understanding of the issues involved in teaching a diverse range of students.
Analyzing data from the Wabash National Study of Liberal Arts Education, this study explored gender differences in the development and learning of college students’ leadership capacities as framed with the Social Change Leadership Model (SCM). The results show that female students reported higher scores on six out of eight SCM values, and also had more growth on their leadership capacities than male students. Interpersonal interactions more than cocurricular involvement influenced students’ growth on SCM values with the effects varied by gender. The results of this study indicated a “male disadvantage” and suggest the need to develop a leadership program for male students.
The leadership identity development (LID) grounded theory (Komives, Owen, Longerbeam, Mainella, & Osteen, 2005) and related LID model (Komives, Longerbeam, Owen, Mainella, & Osteen, 2006) present a framework for understanding how individual college students develop the social identity of being collaborative, relational leaders interdependently engaging in leadership as a group process (Komives, Lucas, & McMahon, 1998, 2007). Challenges to applying and measuring this stage based developmental theory are discussed and recommendations are included.
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